1. Initiating & Sustaining a Mentoring Program Dr. Virginia Strand- Fordham University Jodi Hill-Lilly, MSW & Tracy Davis, MSW Connecticut Department of Children and Families Training Academy Dr. Virginia Strand- Fordham University Jodi Hill-Lilly, MSW & Tracy Davis, MSW Connecticut Department of Children and Families Training Academy

2. Connecticut DCF in Context  Low turnover  Low caseloads  High pay  Consent decree

3. Mentoring Program Context  Recruitment and Retention Grant  Focus on building management capacity  Baseline survey informed direction of program

4. Survey Results Informing Program  Supervisors of caseworkers express the most dissatisfaction with their jobs  Supervisors of caseworkers are more dissatisfied with their own supervision than caseworkers  The longer one stays at DCF the less satisfied they become with their job  Those with MSW degrees are significantly more likely to express intent to leave than those with BA

5. Overview  History  Goals of the Program  Increase Organizational Commitment  Build Leadership Capacity  Increase Retention  Navigate and Negotiate within DCF and the Community  Increase Opportunities for Career and Personal Development

6. Eligibility  Social Worker & Supervisor Level  Good Standing  2 years Experience  Supervisory Approval  Program Supervisor Level & Above  Good Standing  Supervisory Approval

7. Application Process  Complete Application  Letter of Support from Supervisor  Brief Statement of Interest

8. Matching  Not in Chain of Command  Self Selection  Goals and Interest  Strengths of the Mentors  Distance  Preference of Gender and Race  Notification Process/Early Conflict Resolution

9.  Advisory Board  Mentoring Committee  Team Leaders Administrative Support

10.  Kickoff Training for Mentors and Mentees  Quarterly Meetings  Closing Ceremony Training

11.  Development Plan  Mock Interviews  Shadowing Experience  Participation in special work groups  Exploration of Higher Education Opportunities  Observations of leadership activities  Development of innovative programs  Development of Training and Presentation Skills  Mentors to Shadow Mentees Program Activities

12. Video

13. Evaluation: Method  Process: How well is the program being implemented?  Feedback sought from participants formally 4 times during the year  Development plans collected and reviewed  Team leaders in monthly contact with participants  Outcome: How well did we do in meeting the goals?  Feedback sought formally at end of year  Feedback sought six months after  Feedback sought 12 months after

14. Evaluation: Findings to Date  Method:  Attention to recruitment and matching process is critical  Orientation meeting is effective in setting the stage and motivating participants  Team leaders are helpful in troubleshooting and supporting and monitoring pairs;  Difficulties in operationalizing the developmental plans are often due to lack of time on the part of one or more of the pairs  Shadowing and preparation for interviews and mock interviews have proven to be very popular and helpful activities  Quarterly meetings are effective in keeping mentees motivated, but mentors’ attendance lags

15. Evaluation: Findings to Date (continued) Outcome:  Increased commitment to the agency and mission reported  Increasing skills in leadership capacity reported  Some effectiveness in helping mentees negotiate and navigate DCF  Increased job satisfaction  Increased sense of professional and personal growth

16. Unanticipated Findings  The program has positively impacted organizational culture  Mentor/Mentee relationships often continue beyond the official program year  Beginning to change the culture of the agency  Need to take care not to promote program as providing promotional opportunities in the program year for mentees